Reforming Tertiary Examination Systems in Bangladesh: Towards a Competency-Based, Inclusive, and Equitable Future
Reforming Tertiary Examination Systems in Bangladesh: Towards a Competency-Based, Inclusive, and Equitable Future
Authors
Zawad Rami
Department of Languages, Bangladesh Agricultural University (Bangladesh)
Md. Arif Khan Pathan
Department of Languages, Bangladesh Agricultural University (Bangladesh)
Deb Proshad Halder
Department of English, Bangladesh National University (Bangladesh)
Muhammad Shajedul Arifeen
Department of Languages, Bangladesh Agricultural University (Bangladesh)
Hosam Shatnawi
Department of Linguistics, Delhi University (India)
Publication Information
Journal Title: International Journal of Research and Innovation in Social Science (IJRISS)
Author(s):Zawad Rami;Md. Arif Khan Pathan;Deb Proshad Halder;Muhammad Shajedul Arifeen;Hosam Shatnawi
Published On: 03/11/2026
Volume: 9
Issue: 10
First Page: 5434
Last Page: 5439
ISSN: 2454-6186
Cite this Article Zawad Rami;Md. Arif Khan Pathan;Deb Proshad Halder;Muhammad Shajedul Arifeen;Hosam Shatnawi, Reforming Tertiary Examination Systems in Bangladesh: Towards a Competency-Based, Inclusive, and Equitable Future,Volume 9 Issue 10, International Journal of Research and Innovation in Social Science (IJRISS),5434-5439, Published on 03/11/2026, Available at https://rsisinternational.org/journals/ijriss/view/reforming-tertiary-examination-systems-in-bangladesh-towards-a-competency-based-inclusive-and-equitable-future
Abstract
A remarkable change in Bangladesh’s tertiary examination system is now in urgent demand. Competency, Inclusivity, and Equity are essential elements in education and are required to be applied today. By considering all these factors, the article analyses the assessment context of higher education in Bangladesh, noting misalignment with global standards, issues with assessment design, and policy weaknesses. Based on a mixed-methods approach in a range of institutions, the study identifies underlying faults, such as out-of-date exam formats and inconsistent pedagogical applications, and provides recommendations drawing on global best practice and constructivist theory. There is a vision for a four-stranded reform architecture, with policy, pedagogy, infrastructure, and teacher professional development to create an equitable competency-based system of assessment. This paper contributes to the existing body of knowledge on education reform within developing contexts by offering a data-driven and scalable pathway towards system change in assessment.
Keywords:
Tertiary Education in Bangladesh, Examination Reform, Competency-Based Assessment